September is here, but this is a new school year like no other for everyone in the early years sector.
New guidelines, new ways of doing things, meeting the complex needs of children and families, the struggle to survive for many settings… it will not be easy.
Yet already, during the difficult months of lockdown, early years practitioners have shown how adaptable, resourceful and inventive they are. Many have got to grips with technology and digital delivery as never before, becoming experts in video production, Zoom, WhatsApp and Facebook Live as they kept children in touch with their setting and their key worker, provided endless activities and supported parents through unprecedented challenges.
We featured a manager who read 50 daily stories live on Facebook from her camper van, practitioners organising bug hunts, Makaton and yoga activities, and Zoom music, as well as mindfulness videos and parenting advice for families. It will be interesting to see how many of the new ways that settings have taken on board are retained for the future. Certainly, partnerships with parents have been enhanced by using methods that some prefer to face-to-face meetings.
Make sure to listen to our forthcoming podcast, in partnership with PACEY, where you can hear a fascinating discussion on the lessons from lockdown and why early years practitioners deserve the greatest praise for their response to the most challenging circumstances.
There is lots more on the new environment for the early years sector in this issue of Nursery World. Wendy Baker and Sally Cave explain how they have adapted their key person system. Our focus on EYFS Best Practice in Schools looks at how some are amending their curriculums. And Laura Hoyland has advice on trips and visitors.
Peter Moss is emeritus professor of early childhood provision and Claire Cameron is professor of social pedagogy at the Thomas Coram Research Unit, UCL Institute of Education. With the coronavirus pandemic exposing the weaknesses of our current early years and family provision, they set out a vision for the future.
Alison Whelan, a lead teacher at the Federation of Darlington Nursery Schools, explains why her approach to supporting early learning focuses on physical and cognitive processes (such as, self-regulation) and shows how it can deepen practitioner understanding of child development and enhance learning.
Sally Cave is head teacher and Wendy Baker is assistant head teacher of Guildford Nursery School and Family Centre, in Surrey. Drawing on their experience of lockdown, they explain the importance of the key person approach and why it matters more than ever as children enter a ‘new normal’ at nursery.